The document discusses New Jersey's perspective on integrating 21st century skills into K-12 education, including global awareness, financial literacy, health literacy, and civic engagement. It provides examples of standards and instructional approaches focused on contemporary real-world issues. Global collaboration is emphasized to give students international perspectives on topics like climate change, conservation, and censorship policies.

1. July 9 – 11, 2009 Cheri Quinlan, Coordinator World Languages, International Education & Gifted and Talented New Jersey Department of Education [email_address]

2. Think, Write, Pair, Share…. New Jersey: A State’s Perspective

11. Character building is influenced by many factors both positive and negative, such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect, and violence. 2.2.4.C.2 Explain why core ethical values (such as respect, empathy, civic mindedness, and good citizenship) are important in the local and world community.

12. The prevention and control of diseases and health conditions are affected by many factors. 2.1.8.C.1 Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and other countries, including hepatitis, sexually transmitted infections, HIV/AIDS, breast cancer, HPV, and testicular cancer. 2.1.8.C.2 Analyze local, state, national, and international public health efforts to prevent and control diseases and health conditions.

13. Applying basic nutritional and fitness concepts to lifestyle behaviors impacts wellness. 2.1.12.B.2 Compare and contrast the dietary trends and eating habits of adolescents and young adults in the United States and other countries.

16. 9.2 PERSONAL FINANCIAL LITERACY: ALL STUDENTS WILL DEVELOP SKILLS AND STRATEGIES THAT PROMOTE PERSONAL AND FINANCIAL RESPONSIBILITY RELATED TO FINANCIAL PLANNING, SAVINGS, INVESTMENT, AND CHARITABLE GIVING IN THE GLOBAL ECONOMY. Philanthropic, charitable and entrepreneurial organizations play distinctly different but vitally important roles in supporting the interests of the local and global community. 9.2.8.F.5 Determine opportunities for micro financing global charities and causes.

17. The reality and potential for building and using personal wealth includes responsibility to the broader community and an understanding of legal rights and responsibilities of being a good citizen. 9.2.12.F.1 Demonstrate an understanding of the interrelationships among attitudes, assumptions, and patterns of behavior regarding money, saving, investing, and work across cultures. 9.2.12.F.3 Assess the impact of emerging global economic events on financial planning. 9.2.12.F.4 Analyze how citizen decisions and actions can influence the use of economic resources to achieve societal and individual services.

18. Insurance is designed to protect the consumer against unintended losses. 9.2.12.G.7 Compare sources of health and disability coverage, including employee benefit plans to options in another country.

19. 5.3 LIFE SCIENCE: LIFE SCIENCE PRINCIPLES ARE POWERFUL CONCEPTUAL TOOLS FOR MAKING SENSE OF THE COMPLEXITY, DIVERSITY AND INTERCONNECTEDNESS OF LIFE ON EARTH. ORDER IN NATURAL SYSTEMS ARISES IN ACCORDANCE WITH RULES THAT GOVERN THE PHYSICAL WORLD, AND THE ORDER OF NATURAL SYSTEMSCAN BE MODELED AND PREDICTED THROUGH THE USE OF MATHEMATICS. 5.4 EARTH SYSTEMS SCIENCE: EARTH OPERATES AS A SET OF COMPLEX, DYNAMIC, AND INTERCONNECTED SYSTEMS, AND IS A PART OF THE ALL-ENCOMPASSING SYSTEM OF THE UNIVERSE.

20. C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. 6 Various human activities have changed the capacity of the environment to support some life forms. 5.3.6.C.1 Explain the impact of meeting human needs and wants on local and global environments.

21. C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life. 12 The chemical and physical properties of the vertical structure of the atmosphere support life on Earth. 5.4.12.C.2 Analyze the vertical structure of Earth’s atmosphere, and account for the global, regional, and local variations of these characteristics and their impact on life.

22. 6.1.4.D.21 Explain how the United Nations is designed to address global concerns and issues that affect members of the world community. 6.1.4.D.22 Summarize an issue of local, national or global concern from multiple perspectives and explain how public policy is created to address issues. 6.1.4.D.19 Explain how and why it is important that people from diverse cultures collaborate to find solutions to local, national and global challenges. 6.1.4.D.14 Compare and contrast various forms of civic action and determine how they can be used to affect change in the local, national and global community.

25. Social Studies DRAFT – 6.3 Active Citizenship in the 21st Century A. Government and Society: The Search for Fairness Justice and Equality 6.3.A.4.1.a. Develop and implement a group action plan to inform school and /or community members about a current local, national or global challenge. B. Geography: People and the Environment 6.3.B.8.1.a Use inquiry methods to acquire knowledge and data to plan and implement a sustainable development initiative at the local, regional or national level. D. Citizenship: Global, National, and Local Challenges, Cultures and Connections 6.3.D.8.1.a. Collaborate with international students to identify examples of how conflicts over core Values lead people to differ on resolutions to a public policy issue. C. Economics: Impact on Society and Technology Innovation 6.3.C.12.1.a. Generate and evaluate alternative resolutions to a public issue related to poverty and analyze various perspectives (causes, consequences, positive and negative impact) on the issue.

26. Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. 8.1.12.D.3 Compare and contrast international government policies on filters for censorship. To assist in meeting this CPI, students may: Research the Iranian government’s control of media/Internet during the aftermath of the presidential election in June 2009. What happened and could this happen elsewhere?

28. Novice-Mid Content Statement: Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make more complex concepts accessible to second language learners with limited proficiency in the language.

29. Novice-High – Intermediate Mid Content Statement: The study of another language and culture deepens the understanding of where and how people live and why events occur.

30. Intermediate-High to Advanced-Low Content Statement: Collecting, sharing, and analyzing data related to global issues, problems, and challenges lead to an understanding of the role cultural perspectives play in how these issues are perceived and how they are addressed.

31. Instructional Focus : Examining authentic video/audio clips and reports from Kyoto summit and using that information to examine cultural perspectives Performance Assessment Task : Create a position paper and campaign platform on climate change for a national political candidate to share with members of the target language culture in the United States. Global Perspectives: The Kyoto Protocol is available in Arabic, Chinese, French, Russian, and Spanish by clicking on http://unfccc.int/kyoto_protocol/items/2830.php . Additional information about the Kyoto Protocol in other languages may be available by clicking on http://maindb.unfccc.int/public/country.pl?group=kyoto and following links to specific countries.

34. Financial Literacy Sample – K-5 Global Awareness Sample – 6-8 Health Literacy – 9-12

40. Global Perspecti ves: Consider the cultural context of the region Civic Literacy : Bear in mind the government and political structure of the local community of the target region. Integration of Technology : Students connect with students in the target culture, scientists in the field of conservation, and scientists in the target culture to conduct research and share ideas using digital tools: Epals.com, Think.com, Voicethread.com and other websites offer opportunities for collaboration.